2026-06-08T00:21:25Zhttps://docta.ucm.es/rest/oai/requestoai:docta.ucm.es:20.500.14352/1256282025-11-03T12:39:02Zcom_20.500.14352_14col_20.500.14352_15
Docta Complutense
author
García, Catalina B.
author
García García, Claudia
author
López Martín, M. Mar
2025-11-03T12:39:02Z
2025-11-03T12:39:02Z
2017
García, C.B.; García-García, C.; López Martín, M.M. (2017). Analizing the difference between the peer assessment and the teacher assessment. EDULEARN17 Proceedings, 7834-7839.
978-84-697-3777-4
2340-1117
https://doi.org/10.21125/edulearn.2017.0424
https://hdl.handle.net/20.500.14352/125628
Peer assessment serves as a complement to increase the interaction of students within its learning process. For a correct application of this tool, it is important to identify clearly the criteria to evaluate and to work in a comfortable scenario of mutual confidence not only for the professor but also for the students. It is important to be sure that personal relationships will not influence in the peer assessment and that the score will be based only on the grade of verification of the proposed criteria. We propose to obtain the final score as a weighted average of the peer assessment and the teacher assessment. This idea has been applied in the subject “Econometric” in the third course of the Grade of Marketing and Investigation Research in the University of Granada. Results from teacher and peer assessment are compared concluding that the peer assessment is most homogenous and differs from teacher assessment in the extreme cases.
eng
Analizing the difference between the peer assessment and the teacher assessment
conference paper
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